These are all basically inputs, with the exception of drop-outs and transition rates, which maybe say something about quality. But none of them are actually directly measuring learningat all. Yet more evidence for the Lant Pritchett case that focusing on inputs or "EMIS-visible" metrics won't get us quality learning outcomes, and measuring learning directly is critical to focusing policy attention on how to improve learning.

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I'm an economist, currently working as a Research Associate on Education at the Center for Global Development in Europe, and on a PhD at the University of Sussex. Before that I worked on policy as a civil servant and consultant in the UK and in Africa.

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Because the consequences for human welfare involved in questions like these are simply staggering: Once one starts to think about them, it is hard to think about anything else. (Lucas 1988, On the Mechanics of Economic Development)

I'm an economist, currently working as a Research Associate focusing on education at the Center for Global Development in Europe, and a PhD in economics at the University of Sussex. I used to be an Economist in South Sudan, hence the silly subtitle. Roving Bandit is a reference to Mancur Olson, not because I think I'm some kind of badass.